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Relevant bibliographies by topics / Seeds of Peace Programme

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Academic literature on the topic 'Seeds of Peace Programme'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Seeds of Peace Programme"

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Maiangwa, Benjamin, and Daniel E. Agbiboa. "Oil Multinational Corporations, Environmental Irresponsibility and Turbulent Peace in the Niger Delta." Africa Spectrum 48, no. 2 (August 2013): 71–83. http://dx.doi.org/10.1177/000203971304800204.

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For many oil-bearing communities in petro-states around the world, the net effects of oil exploration have not only been devastating, but have also highlighted the double standards that are often applied by oil multinational corporations (MNCs). These organisations are far more likely to demand environmental and social mitigation efforts in the developed world than they are in a developing country. This paper seeks to demonstrate how the continued irresponsible activities of oil MNCs – specifically Shell – have fuelled restive conditions of ethnic militancy, brazen human rights abuses, environmental degradation and unsustainable peace in the Niger Delta. The paper particularly assesses the impact of the 2009 amnesty programme that was initiated to halt the downward spiral into violence in the Niger Delta and resolve the region's socio-economic challenges. The conclusion of this paper canvasses for greater social-ecological justice as a way forwards in addressing the Niger Delta conflict.

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Kienscherf, Markus. "A programme of global pacification: US counterinsurgency doctrine and the biopolitics of human (in)security." Security Dialogue 42, no. 6 (December 2011): 517–35. http://dx.doi.org/10.1177/0967010611423268.

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This article argues that US counterinsurgency doctrine forms a programme of both liberal rule and liberal war whose ultimate purpose is the pacification of recalcitrant populations and their eventual (re)integration into the networks of liberal governance. Designed to promote ‘safe’ forms of life while eradicating ‘dangerous’ ones, the doctrine constitutes a response to both the biopolitical problematization of human (in)security and the geostrategic problematization of US national security. Counterinsurgency aims to harness sociocultural knowledge in order to conduct a form of triage between elements of targeted populations. It also seeks to inscribe the divisions on which such a triage is based into space by means of practices that derive from earlier methods of imperial policing. Ultimately, counterinsurgency’s production and implementation of a biopolitical differentiation between ‘safe’ and ‘dangerous’ human lives is likely not only to reinforce existing societal divisions within targeted populations but also to create new global, regional and local divisions and to generate resistance to what many people will always view as imperial domination. The societal divisions and resistance engendered by counterinsurgency may reinforce Western problematizations of insecurity and hence lead to further counterinsurgency campaigns in the future. Counterinsurgency doctrine is thus not so much a programme of peace and stability as one of spatially and temporally indeterminate pacification.

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JOHNSON, PAIGE. "Safeguarding the atom: the nuclear enthusiasm of Muriel Howorth." British Journal for the History of Science 45, no. 4 (December 2012): 551–71. http://dx.doi.org/10.1017/s0007087412001057.

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AbstractThere was more than one response to the nuclear age. Countering well-documented attitudes of protest and pessimism, Muriel Howorth (1886–1971) models a less examined strain of atomic enthusiasm in British nuclear culture. Believing that the same power within the atomic bomb could be harnessed to make the world a ‘smiling garden of Eden’, she utilized traditionally feminine domains of kitchen and garden in her efforts to educate the public about the potential of the atom and to ‘safeguard’ it on their behalf. Boldly entering an overtly masculine arena in which, as a woman and a layperson, she was doubly an ‘other’, Howorth used a variety of publications, organizations and staged events to interpret atomic science and specifically to address women. Her efforts, dating roughly from 1948 to 1962, preceded but had broad overlaps with official Atoms for Peace programmes, and culminated in the formation of the Atomic Gardening Society in 1960 to promote the cultivation of gamma-irradiated seeds by British gardeners.

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Akhund-Lange, Nadine. "VETERANS AND PHILANTHROPY AFTER THE GREAT WAR: ROLE AND REPRESENTATIONS FROM THE CARNEGIE ENDOWMENT FOR INTERNATIONAL PEACE." VETERANSKE ORGANIZACIJE – ALI JIH SPLOH POTREBUJEMO?/ VETERAN ORGANISATIONS – ARE THEY EVEN NEEDED?, VOLUME 2017/ ISSUE 19/2 (June 15, 2017): 59–70. http://dx.doi.org/10.33179/bsv.99.svi.11.cmc.19.2.4.

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Povzetek V letih 1918 in 1919 se je Fundacija Carnegie za mednarodni mir (CEIP) znašla v vodstvu akterjev, ki so izšli iz vojne in stopili na novo politično prizorišče. Kot nevladna organizacija se je na podlagi mednarodnega prava zavzemala za boljše razumevanje mednarodnih vprašanj. Namen tega prispevka, ki se opira na arhivsko gradivo Fundacije CEIP, je predstaviti, kako je vélika vojna vplivala na pogled te fundacije na vojaka, ko se je ta vrnil v civilno življenje. V dokumentih se zastavlja cela vrsta vprašanj, med drugimi Kako je vojak opisan kot žrtev vojne? Kako bosta družba in vlada obravnavali vprašanje »invalidov«? Po vojni je fundacija začela uresničevati velikopotezen program, namenjen tako kratkoročnim kot dolgoročnim vprašanjem, ki so nastala zaradi vojne. V letih 1919 in 1920 je vodila dva velika projekta: v Beogradu je prevzela gradnjo velike knjižnice, ki naj bi stala v novem univerzitetnem naselju, v Rusiji pa je uvedla obsežen projekt pomoči beguncem. Vodenje obeh projektov je predala dvema veteranoma, častnikoma oboroženih sil ZDA. Članek je empirična študija, ki opisuje, kako sta ta nekdanja borca vodila projekta, ki sta bila v bistvu zasnovana kot programa za spodbujanje mednarodne sprave. Poleg tega poudarja tudi neposredni vlogi dveh ključnih voditeljev Fundacije CEIP, Nicholasa Butlerja, predsednika Univerze Columbia, in Elihuja Roota, prvega predsednika fundacije. Ključne besede: Fundacija CEIP, mednarodne zadeve, prva svetovna vojna, veterani, ponovna vključitev. Abstract In 1918-1919, the Carnegie Endowment for International Peace (CEIP) positioned itself at the vanguard of the actors emerging from the war in the new political landscape . As a non-governmental organization the CEIP promoted a better understanding of international issues through international law. Drawing from the Carnegie archives, this paper seeks to present how the Great War shaped the CEIP’s perception of the soldier once he was back in civilian life. The documents raise an array of questions: How was the soldier described as a victim of the war? How would society and the government deal with the issues of the “invalids”? Following the war, the Endowmentlaunched an ambitious programme addressing both immediate and long-term issues born out of the war. In 1919-1920, the CEIP ran two major operations: in Belgrade, the CEIP undertook the building of a large library to be located in the new university campus, and in Russia, it set up a large relief operation to help refugees. In both cases, the CEIP handed the operations to two veteran US military officers. Thispaper, an empirical study, describes how these two ex-combatants ran what was primarily a programme promoting international conciliation. It also emphasizes the direct role of two key Carnegie leaders, Nicholas Butler, the president of Columbia University, and Elihu Root, the first CEIP president. Key words: Carnegie Endowment, International Affairs, World War I, Veterans, Reintegration

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Miller, Adam. "Israeli charity sows “seeds of peace”." Canadian Medical Association Journal 187, no. 1 (November 24, 2014): E7. http://dx.doi.org/10.1503/cmaj.109-4900.

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Lee-Koo, Katrina. "Gender at the Crossroad of Conflict: Tsunami and Peace in Post-2005 Aceh." Feminist Review 101, no. 1 (July 2012): 59–77. http://dx.doi.org/10.1057/fr.2011.54.

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After the devastating tsunami hit the northern Sumatran coastline in December 2004, the Indonesian province of Aceh found itself at a crossroad. This crossroad intersected the three-decade-long civil war, the move towards peace and the need for post-disaster recovery. This article analyses the gendered politics embedded in Aceh's navigation through this crossroad. First, it argues that both the conflict and the subsequent peace process were marginalised by the international programmes of post-tsunami recovery. Second, it demonstrates that within this marginalisation, women's investments in both war and peace were further neglected throughout the formal peace process. Third, it highlights how the peace process reflected a narrow, masculinist and public sphere agenda that silenced both women and the gendered issues affecting them. In short, this article seeks to unveil the gendered politics of war and peace in post-tsunami Aceh. It does so with the feminist ambition of demonstrating that sustainable and comprehensive peace in Aceh cannot be secured without recognising and accounting for the impact that the conflict has upon gendered identities.

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Ogunyemi, Segilola Yewande, Ademola Lateef Adisa, and Ademolu Oluwaseun Adenuga. "Justice Development and Peace Commission (JDPC) on women empowerment." Journal of Gender and Power 13, no. 1 (June 1, 2020): 83–97. http://dx.doi.org/10.2478/jgp-2020-0005.

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AbstractThe need to empower women seems to center on the fact that women have potentials to contribute to the development process but are constrained by some factors that render them powerless. For this reason, this study examined the impact of justice development and peace commission on women empowerment by assessing the empowerment initiatives, women participation and identifying factors that militate against full empowerment and participation of women. The theoretical background for this study is structural functionalism and the study is descriptive in nature. The study was conducted in JDPC, Ijebu-Ode and data was collected from primary and secondary sources. For primary data, IDI was conducted for 12 beneficiaries of the empowerment programmes and 6 employees of JDPC while secondary data were collected through extensive review of literature. The data collected were content analyzed. The findings revealed that not until recent empowerment programmes organized for women, women do not have the zeal for the programmes which has limited their consciousness and strength in the society. Also, awkward spending of women contributed to their failure from receiving further loans from JDPC. Equally, low level of education, tradition and belief that men are better than women affected the slow rate of empowerment of women.

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Chandra, Sharmila. "Ecotourism In and Around Santiniketan: Challenges and Potentialities." Gitanjali & Beyond 2, no. 1 (November 24, 2018): 79–111. http://dx.doi.org/10.14297/gnb.2.1.79-111.

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Santiniketan, Tagore’s ‘Abode of Peace’ is located in the western part of the state of West Bengal in India. The place is the site of Visva Bharati, a world renowned residential university as well as a Brahmacharya Asram (hermitage where a vow has been taken by the residents) established by Rabindranath Tagore himself. Santiniketan, in the Birbhum District of West Bengal and its environs provide ample scope for the development of ecotourism. It is a place where ecotourism and rural tourism go hand in hand. The place has an idyllic setting. Around Santiniketan, there exist a number of tribal villages inhabited by the Santhal tribe. Ecotourism combines nature tourism, wilderness tourism and agri-tourism. This form of niche tourism is essentially rural in character. It is a type of Special Interest Tourism that has emerged recently and has evoked concern among social scientists. Of late, ecotourism has become popular in the tribal villages around Santiniketan. A unique natural landscape here is formed by the khoai, a vast, desolate area with lateritic soil and gulley erosion. Resorts have been built in the khoai by private entrepreneurs where tourists flock round the year. Ballavpurdanga, along with some other typical Santhal villages – Boner Pukur Danga, Mouldanga and Phuldanga, bordering the Sonajhuri forest in the khoai, have been brought within the Rural Tourism Scheme under the Endogenous Tourism Project (ETP) introduced by the Government of India in the early years of the 21st century. Tagore was a wayfarer. Although in his times, the concept of ecotourism had not emerged, the Poet was one with nature and one can say that he would have definitely advocated the practice. This paper studies the scope and sustainability of ecotourism in Santiniketan and seeks to find out the benefits it can provide to the host community and to visitors. The paper also attempts to investigate how ecotourism, as a practice, can serve actively in a rural reconstruction programme as envisaged by Tagore.

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van Woerkom, Marieke. "Seeds of peace: Toward a common narrative." New Directions for Youth Development 2004, no. 102 (2004): 35–46. http://dx.doi.org/10.1002/yd.80.

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Bindenagel, JD. "Israeli withdrawal: Sowing seeds of peace in Gaza." South African Journal of International Affairs 12, no. 2 (December 2005): 95–104. http://dx.doi.org/10.1080/10220460509556770.

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Dissertations / Theses on the topic "Seeds of Peace Programme"

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Maddy-Weitzman, Edie. "Waging peace in the Holy Land : a qualitative study of Seeds of Peace, 1993-2004." Thesis, Boston University, 2005. http://proquest.umi.com/pqdweb?did=845786431&sid=1&Fmt=2&clientId=78691&RQT=309&VName=PQD.

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Schleien, Sara Melissa. "Confronting the intractable an evaluation of the Seeds of Peace experience /." Thesis, Restricted access (UM), 2007. http://libraries.maine.edu/gateway/oroauth.asp?file=orono/etheses/37803141.pdf.

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These (Ph.D.)--University of Waterloo, 2007.
Title from PDF title page. Available through UMI ProQuest Digital Dissertations. Includes bibliographical references (leaves 118-131). Also issued in print.

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Kosik, Agnieszka D. "An Assessment of the Theory-practice Gap in Conflict Transformation and Peace Education: A Focus on Seeds of Peace." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23383.

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Peace education offers potential for transforming violent conflict into peace between groups in conflict. The research literature on conflict transformation theory and peace education has identified key assumptions for building long-term peace following violent conflict. The extent to which peace education programs have incorporated these theoretical notions, however, is not well known. This thesis explored the extent to which key theoretical insights from the literature on conflict transformation theory and peace education are incorporated in a prominent peace education program, Seeds of Peace. Data collection consisted of interviews with ten program staff members and written documentation produced by Seeds of Peace. Employing the analytical framework developed from a review of the literature, a comparison between theoretical notions and Seeds of Peace programming was done. Findings of this study highlight the extent to which there are gaps between theory and practice, and a case is made for the establishment of a more explicit connection between theory and practice. Furthermore, the thesis highlights the importance of further studies to address the research gap.

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Göranzon, Karolina. "Third-party Nonviolent Intervention and Peace-building : The Ecumenical Accompaniment Programme in Palestine and Israel." Thesis, Uppsala universitet, Teologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-313148.

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This thesis explores the role of third-party nonviolent interventions as a supportive mechanism in relation to local peace-building initiatives. A framework on violence, conflict, peace, nonviolence and intervention is outlined in the theoretical chapters, to provide a basis for discussing the empirical findings of the research. Through the strategy of a case study and with a mixed-method approach of participant observations and interviews, perspectives from the context of the situation in Palestine and Israel were gathered. Five key informant interviews with former participants of third-party nonviolent interventions programmes were conducted, and during ethnographic fieldwork in Palestine and Israel, four local peace-building initiatives were studied. The findings are discussed in relation to the theoretical framework and the conclusions drawn from the discussion is that while third-party nonviolent interventions can contribute to local peace-building, it is mainly through decreasing the risk of escalation of violence in certain situations, sharing information and by supporting local peace-building initiatives. In order to be effective in this area, it is crucial that the third-party nonviolent interventions are perceptive of the local context, and reflect on the role that they play.

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Cumming, Lisa F., Graeme S. Chesters, and A. Khatun. "Should universities actively help build peace? Reflections from 'Programme for a Peaceful City'." Routledge, 2017. http://hdl.handle.net/10454/17579.

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No
This chapter draws on the experience of Programme for a Peaceful City (PPC) at the University of Bradford. The PPC has created spaces to exchange ideas about peace thinking and practice for over ten years, in response to some of the worst rioting the UK mainland has ever seen and heated domestic debates about cohesion and multiculturalism. Its work continues to be rooted in a constantly shifting local context and this chapter describes the spaces created for academics, practitioners and activists to exchange knowledge and ideas about conflict, participatory peacebuilding, good relationships and social change.

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Tinker, Vanessa. "The Politics of peace education in post-conflict settings : the case of the education for peace programme in Bosnia and Herzegovina." Thesis, University of Kent, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633656.

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Education for Peace (EFP) represents one of the longest running and largest peace education programmes of its kind. What began as a small pilot study in six schools in Bosnia and Herzegovina (BiH) became in a period of approximately twelve years mainstreamed throughout the country's educational system. Despite the programme's "political success", relatively little has been written on EFP and there has been no systematic independent evaluation of its evolution. Therefore, the question of how and why EFP's political success was possible remains to be explored. To answer this question this thesis adopts a hermeneutica1-constructivist approach, thereby enabling this study to chronologically reconstruct the emergence and "mainstreaming" of the EFP programme and critically assess its adoption across the whole ofBiH. By using a hermeneutic-constructivist approach, this study makes explicit that the programme's philosophical assumptions derive from the Bahi'i faith, a fact which until now has been poorly understood and very rarely acknowledged. And while using this framework to critically assess the adoption and mainstreaming of EFP throughout BiH, this study demonstrates that EFP' s political success was helped by a number of factors, the six most prevalent being: the prevailing conditions and needs in post-war BiH; the programme's surface discourse which appears to address the objectives of the international community; the newness of peace education as a tool for peace-building and reconstruction in post-conflict societies; the unfamiliarity of the Bahi'i faith; the fact that the programme went through only one independent evaluation; and the disconnect of the programme's content and the political process of its adoption. Furthermore, this study will draw to attention the accidental and contingent nature of the adoption process of EFP, highlighting the naivety that was prevalent on all sides - the EFP people who want to help by spreading their positive messages of peace and unity, however unreflective oftheir assumptions and the governing officials, decision-makers and funders who want to help and/or be seen as being proactive. This study does not question whether EFP or those involved in funding or supporting the programme directly or indirectly are genuine in their intentions. Rather this study aims to draw attention to the unexpected outcomes and the failure to properly consider the programme's assumption that has now resulted in a religiously orientated peace education programme being mainstreamed throughout an entire country just emerging fi:om a violent ethnic-religious conflict. It allows us to ask more general questions about the future of peace education and its use as a peace-building and reconstruction tool in post-conflict settings while taking a closer and critica1100k at the political processes that allows for its nationwide implementation.

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Mariga, Erick. "Sport for development and peace in communities: A case study of the ‘sport for peace and social transformation programme’ in Uasin Gishu, Kenya." University of the Western Cape, 2021. http://hdl.handle.net/11394/8098.

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Philosophiae Doctor - PhD
This study examined the role of Sport for Development and Peace (SDP) in peacebuilding, focussing particularly on the case of the Kenya Community Sports Foundation’s (KESOFO) Sport for Peace and Social Transformation (SPST) programme in Uasin Gishu County, Kenya. It was meant to provide an in-depth understanding of the role generally played by community NGO programmes in fostering peace in communities through variations of the SDP framework. Additionally, the study’s purpose was to identify lessons of experience from the programme and give recommendations on how the programme can be improved in delivering its stated goal of fostering peace and development in conflict prone communities. The study made use of Johan Galtung’s 3Rs Conflict transformation theory, linking it with the Sports for Development and Peace (SDP) framework, with a critical analysis being proffered all in the quest to inform conceptualisation of this particular study. It made use of the philosophical assumption of interpretivism through relativist ontology and qualitative research methodology anchored on a descriptive approach.

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Najjuma, Rovincer. "Peace education in the context of post-conflict formal schooling : the effectiveness of the revitalising education participation and learning in conflict affected areas-peace education programme in Northern Uganda." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3083/.

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This qualitative, multiple methods case study concerns the effectiveness of Revitalising Education Participation and Learning in Conflict affected Areas-Peace Education Programme (REPLICA-PEP). There is currently limited evidence regarding the effectiveness of peace education programmes in the context of post-conflict formal schooling. This study therefore set out to explore the effectiveness of REPLICA-PEP and to gain insight into the reality of the current practice of peace education in schools in a post-conflict context in Northern Uganda. The school is one of the places where children learn values, attitudes and behaviour, schooling is often criticised for using symbolic violence to maintain and reinforce different forms of violence including physical violence. This study explores theoretical and practical aspects of peace education and key issues relevant to the effectiveness of peace education programmes, including the role and influence of formal schooling in a post-conflict context. A combination of qualitative methods (interviews, observation and documentary analysis) were employed to examine REPLICA-PEP effectiveness and its impact on pupils’ knowledge, attitudes, skills and behaviour. The results show that, although some traces of impact were found in pupils’ awareness of: the dangers of using violence; non-violent conflict resolution alternatives; and attitude change to non-violent conflict resolution, pupils did not develop empathy, self-control, competences and skills for non-violent conflict resolution. Interrogation of qualitative data about the REPLICA-PEP implementation process and activities in the schools have led to the generation of theoretically-informed and empirically-grounded recommendations which integrate and accommodate the nature of formal schooling in a post-conflict context and programme design features for improving the effectiveness of peace education programmes. It has also laid the ground for future research on what is possible in terms of strategies to facilitate and promote pupil peace building activities in post-conflict formal schooling contexts such as peace-related pupil voice, documentation and action.

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Kajom, David Haji. "The "Decade to overcome violence" programme of the World Council of Churches and Peace in Nigeria : a theological assessment." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71859.

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Thesis (PhD)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: This dissertation has been motivated by the prevailing trends of violence in Nigeria and the detrimental effects on human dignity as understood from a theological perspective. The call for peace building by the Decade to Overcome Violence (DOV) programme of the World Council of Churches (WCC) is an important attempt to address the issue of violence which should be taken seriously by the Christian church in Nigeria in its own efforts to address this problem. The increasing deteriorating relations and persistent inter-religious, socio-economic, political and cultural violent strife constitute primary contributing factors that threaten peace in Nigeria. For a long time, this concern has necessitated careful, honest and sincere revisiting. This research which is based on the DOV is motivated by the framework of the global human community which has been marked by numerous structures of violence, injustice, oppression and discrimination causing suffering to millions of men, women and children. Violence, whether physical, structural, psychological or in other forms, is shown to be a denial and abuse of life. Affirming human dignity, the basic rights of people and their integrity, shows that justice is vital to lasting peace and that the denial of the dignity of others serves as motivation for and usually also constitutes the first casualty of any form of violence. Violence, therefore, reaches beyond physical harm to the violation of the personhood of the other. Victims of violence referred to in this study are mostly the innocent and the powerless whose dignity is being violated by religious, social, economic and political structures. Nigerian history testifies to such denials of human dignity through the deplorable and persistent violence in the country. Furthermore, the world is responding to this situation, and similar situations elsewhere, with growing concern and determination. Since 2001, the World Council of Churches has been addressing violence in many different ways. It has generated significant alliances and measures to prevent violence and educate people on peacemaking, by declaring 2001-2010, the Decade to Overcome Violence. Through the DOV, the WCC has declared prevention of violence a public and organisational priority, thus, requesting all member states to establish violence prevention programmes within their ministries. One of the questions posed at the onset of the programme is whether it is possible to eradicate violence completely and establish world peace within a decade. However, the initiative does not actually claim that it would overcome all forms of violence. At the end of the Decade, violence might still be witnessed, but by participating in this global movement for peace, the churches would have become sensitised to situations of violence within and around them and would have been sufficiently motivated to participate in the task of healing the brokenness around them. The desire and aspiration to overcome the spirit, logic and practice of violence in a Christian and ecumenical spirit, however, is rooted in the gift and promise that Christ made to his disciples: “My peace I give you”, and “blessed are the peacemakers…” (Matthew 5:9). Against this background, engaging Hans Küng’s work becomes consequential, since a number of key implications for the Nigerian church and society have emerged in the attempt to consider Küng’s Christology of peace as a framework. Küng’s work is employed as the basic framework of this research as he provides us with a Christology of active non-violence and an ideology of peace. He presents us with a historical Jesus who demonstrated peace building and reconciliation in his ministry. Therefore, if the Christian tradition wants to contribute to peace in the contemporary world, then it needs to rediscover the radical non-violence of its founder and take seriously his disclosure of God. For Küng, peace can only have its root in the world (and that includes Nigeria), if it is established through radical humanism, transcendence, love and obedience.
AFRIKAANSE OPSOMMING: Die motivering vir hierdie tesis het ontstaan in die heersende tendens van geweld in Nigerië en die nadelige impak wat dit het op menswaardigheid, soos verstaan vanuit `n teologiese perspektief. Die oproep vir vrede deur die Dekade om Geweld te Oorkom (DGO) programme van die Wêreldraad van Kerke (WVK) is `n belangrike stap in die poging om die kwessie van geweld aan te spreek. Dit moet ernstig opgeneem word deur die Christelike Kerk in Nigerië en deel vorm van die kerk se pogings om hierdie probleem aan te spreek. Die toenemend verslegtende verhoudings en volgehoue inter-religieuse, sosio-ekonomiese, politiese en kulturele geweldadige worstelinge vorm deel uit van die bydraende faktore wat vrede in Nigerië bedreig. Hierdie bekommernis is al vir `n geruime tyd een wat versigtige, eerlike en opregte aandag nodig het. Hierdie navorsing is gebaseer op die DGO en is geinspireer deur die raamwerk van die globale menslike gemeenskap wat gekenmerk word deur verskeie strukture van geweld, onreg, onderdrukking en diskriminasie – wat lei tot die lyding van miljoene mans vroue en kinders. Geweld, of dit nou fisies, struktureel, sielkundig of in ander vorme gepleeg word, kan gereken word as `n miskenning en mishandeling van lewe. Deur menswaardigheid te bevestig, die basiese regte van mense en hulle integriteit, word daar gewys dat geregtigheid van kardinale belang is om volhoubare vrede te vestig. Die ontneming van hierdie waardigheid gewoonlik as `n motivering en eerste stap in die ontstaan van enige vorm van geweld beskou. Geweld strek daarom verder as fisiese skade en sluit ook in die skending van die menslikheid van ander. Slagoffers van geweld in hierdie studie is meestal die onskuldiges en magteloses wie se waardigheid aangetas is deur religieuse, sosiale, ekonomiese en politieke strukture. Nigeriese geskiedenis wys dat hierdie ontneming van menswaardigheid uit in die betreurenswaardige en aanhoudende geweld in die land. Die wêreld reageer op hierdie situasie, en soortgelyke situasies in ander lande, met groeiende bekommernis en vasberadenheid. Die Wêreldraad van Kerke het sedert 2001 geweld op verskeie maniere aangespreek. Dit het betekenisvolle alliansies en maatstawwe in plek gesit om geweld te voorkom en om mense op te lei in die sluit van vrede, onder meer deur 2001 – 2010 as die Dekade om Geweld te Oorkom te verklaar. Deur die DGO het die Wêreldraad van Kerke die voorkoming van geweld as `n openbare en organisatoriese prioriteit verklaar, en daardeur alle lidstate versoek om voorkomingsprogramme vir geweld binne hulle bedienings in plek te stel. Een van die vrae wat aan die begin van die programme gevra word, is of dit moontlik is om binne `n dekade geweld geheel en al uit te wis en wêreldvrede te vestig, alhoewel die inisiatief nie aanspraak maak daarop dat dit alle vorme van geweld sal oorkom nie. Aan die einde van die dekade mag daar moontlik steeds’ geweld voorkom, maar deur deelname aan hierdie globale beweging vir vrede, word kerke gesensitiseer oor situasies van geweld binne en rondom hulle en word hulle genoegsaam gemotiveer om deel te neem aan die taak om die gebrokenes rondom hulle te genees. Die begeerte en aspirasies om die gees, logika en praktyk van geweld te oorkom in `n Christelike en ekumeniese gees, is gegrond op die gawe en belofte wat Christus aan sy dissipels gemaak het: “My vrede gee ek vir julle” en “geseend is die vredemakers....” (Matteus 5:9). Die bestudering van Hans Küng se werk, veral sy Christologie van vrede, is gevolglik belangrik, aangesien dit `n aantal sleutel implikasies inhou vir die Nigeriese kerk en samelewing en `n raamwerk bied vir vrede. Küng se werk word aangebied as die basiese raamwerk vir hierdie navorsing, aangesien hy `n Christologie bied van aktiewe nie-geweldadigheid en `n ideologie van vrede. Hy bied `n historiese Jesus aan wat vredemaking en versoening in sy bediening gedemonstreer het. Daarom, as die Christelike tradisie iets wil bydra tot die bereiking van vrede in die kontemporêre wêreld, dan moet dit die radikale nie-geweldadigheid van sy stigter herbesoek en sy openbarings van God ernstig opneem. Volgens Küng kan vrede slegs in die wêreld bewerkstellig word (en dit sluit Nigerie in) as dit gevestig word deur radikale humanisme, voortreflikheid, liefde en gehoorsaamheid.

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Nanayakkara, Samantha Vijithanganie. "Olympism in practice: an evaluation of the effectiveness of an Olympism education programme to resolve conflicts between primary school students in Sri Lanka." Thesis, University of Canterbury. Sciences and Physical Education, 2012. http://hdl.handle.net/10092/6682.

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Societies divided by brutal conflicts require possible ways to reconstruct their peaceful societies. As a nation that is divided by an ethnic conflict that spanned almost three decades, Sri Lanka urgently requires an ongoing peace process. High quality education for the younger generation can provide the positive force for generating peace and preventing from future conflicts. This study investigated how Olympism education could strengthen conflict resolution competencies among primary students in ethnically divided societies in Sri-Lanka. This research examined the initiatives first by coming across the impact of education in promoting peace among Sri Lankan primary students. Secondly, the study provided an explanation for the potential of Olympism in conflict resolution and promoting peace among Sri Lankan primary students. The study introduced an integrated model of Olympism values and conflict resolution strategies, and this program was trialed in two primary schools one each of the two main ethnic groups of Singhalese and Tamils in Sri Lanka. A mixed method approach was used and data was collected using surveys and interviews. In each school, there was one group that was taught the programme and was the experimental group, and there was a control group not taught the programme. The pre and post-test survey data from all students in the control and experimental groups were analysed according to four hypothesises using Analysis of Variance. The interviews of 16 students from the experimental group from both schools were analysed thematically and contributed data about students’ perspectives. This study aimed to discover possible unifying factors and attain a more holistic view about the nexus of Olympism, physical education and conflict resolution. Considering the effects of the intervention, the most notable finding of this study was that conflict resolution and Olympism education integrated curriculum intervention significantly improved experimental group students’ conflict resolution competencies. It was also found that students’ conflict resolution competencies improved regardless of their gender or ethnicity. The experimental group students also had an increase in Olympism competencies. The competencies that students had the greatest change were related to physical, social, critical and conflict resolution literacy. The findings from the interviews supported the stages of Mezirow’s Transformative Learning theory. This research concluded that strategically designed and carefully managed Olympism lessons could help students to develop and enhance competencies of conflict resolution.

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Books on the topic "Seeds of Peace Programme"

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Churches, Zimbabwe Council of. Church monitoring for peace report: Justice, peace, and reconciliation programme. [Harare]: Zimbabwe Council of Churches, 1995.

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Larson, Jeanne. Seeds of peace: A catalogue of quotations. Philadelphia, PA, U.S.A: New Society Publishers, 1986.

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Seeds of peace: Contemplation and non-violence. New York: Crossroad Pub. Co., 1996.

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Harvey, Brian. Report on programme for peace and reconciliation. Belfast: Joseph Rowntree Charitable Trust, 1997.

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Canada, Canada Agriculture. Programme canadien des semences. Ottawa: Agriculture Canada, 1988.

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Johnson, Jen Cullerton. Seeds of change: Planting a path to peace. New York: Lee & Low Books, 2010.

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ill, Sadler Sonia Lynn, ed. Seeds of change: Planting a path to peace. New York: Lee & Low Books, 2010.

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Refaire l'ONU!: Un programme pour la paix. Genève: Editions Zoé, 1986.

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Left, Democratic. Political programme for jobs & peace in Northern Ireland. [Dublin]: Democratic Left, 1993.

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Irish Congress of Trade Unions. Investing in Peace: An interim programme for reconstruction. Dublin: Irish Congress of Trade Unions, 1994.

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Book chapters on the topic "Seeds of Peace Programme"

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Valle, Otto, and C. S. Garrison. "International Cooperation in the Production of Forage Crop Seeds." In Food for Peace, 52–60. Madison, WI, USA: American Society of Agronomy, 2015. http://dx.doi.org/10.2134/asaspecpub1.c7.

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Affolter, Friedrich W., and Anna Azaryeva Valente. "Learning for Peace: Lessons Learned from UNICEF’s Peacebuilding, Education, and Advocacy in Conflict-Affected Context Programme." In Peace Psychology Book Series, 219–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22176-8_14.

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Lagana, Giada. "The European Union Programme for Peace and Reconciliation in Northern Ireland." In The European Union and the Northern Ireland Peace Process, 133–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59117-5_6.

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Howard, Robert. "Nobel Peace Prize Awarded to World Food Programme : December 10, 2020." In Historic Documents of 2020, 723–27. 2455 Teller Road, Thousand Oaks California 91320: CQ Press, 2021. http://dx.doi.org/10.4135/9781071839034.n56.

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Sharp, Alan. "Holding up the Flag of Britain … with Sustained Vigour and Brilliance or ‘Sowing the seeds of European Disaster’? Lloyd George and Balfour at the Paris Peace Conference." In The Paris Peace Conference, 1919, 35–50. London: Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780230628083_4.

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Heikkila, Timo J., Sachin Surade, Hernani L. Silvestre, Marcio V. B. Dias, Alessio Ciulli, Karen Bromfield, Duncan Scott, et al. "Fragment-Based Drug Discovery in Academia: Experiences From a Tuberculosis Programme." In NATO Science for Peace and Security Series A: Chemistry and Biology, 21–36. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2339-1_3.

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von Falkenhayn, Louise, Andreas Rechkemmer, and Oran R. Young. "The International Human Dimensions Programme on Global Environmental Change – Taking Stock and Moving Forward." In Hexagon Series on Human and Environmental Security and Peace, 1221–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-17776-7_75.

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Church, John A., Ghassem R. Asrar, Antonio J. Busalacchi, and Carolin E. Arndt. "Climate Information for Coping with Environmental Change: Contributions of the World Climate Research Programme." In Hexagon Series on Human and Environmental Security and Peace, 1257–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-17776-7_78.

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Akira, Omoto. "Iaea Activities In Support Of Countries Considering Embarking On Nuclear Power Programme." In NATO Science for Peace and Security Series B: Physics and Biophysics, 1–8. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3504-2_1.

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Drake, Laura. "Implementing Netanyahu’s Political and Economic Programme: What are Israel’s Strategic Objectives for the Current Historical Phase?" In Economic and Political Impediments to Middle East Peace, 10–31. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780333994269_2.

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Conference papers on the topic "Seeds of Peace Programme"

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Ryall, Áine. "Designing and delivering experiential learning opportunities: Environmental law in action." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.08.

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This paper reports on the experience gained with an undergraduate Law module – LW3372 Environmental Law: Contemporary Issues in Governance, Regulation and Enforcement – in the academic year 2018/19. This module incorporates specific features designed to enable students to engage with environmental law ‘in action’ through experiential learning opportunities set in the context of a research-based approach to teaching and learning. In 2018/19, the module was restructured to map it on to the Connected Curriculum framework adopted by University College Cork (University College Cork, 2018). This involved, in particular, a stronger focus on the research component which forms part of the assessment for the module and more explicit linkages to law ‘in action’, specifically: how to engage Law to solve contemporary societal challenges. The module also sought to draw out and engage with implementation of the Sustainable Development Goals (SDGs) with a particular focus on Goal 13 Climate Action and Goal 16 Peace, Justice and Strong Institutions (UN General Assembly, 2015). The research objective underpinning this project was to explore and report on the experience of implementing selected elements of University College Cork’s Connected Curriculum framework in an undergraduate module. The project on which this paper is based drew on the detailed framework for curriculum design and renewal developed by Dilly Fung at University College London (UCL) (Fung, 2017). The core principle underpinning UCL’s Connected Curriculum initiative is that students learn through research and active enquiry. One particularly important dimension of the model developed by Fung involves connecting students with research and researchers. Early exposure to frontier research, together with the opportunity to connect directly with researchers and practitioners who are working to solve societal challenges, equips students with invaluable insights into their field of study. It also serves to demonstrate to students the fundamental role of research in society. Connecting effectively with research facilitates a further dimension of the Connected Curriculum framework – ‘outwardfacing student assessments’. In other words, the assessment element of a module or programme, as the case may be, is conceptualised and designed to be the ‘output’ of a student’s own research and enquiry. Depending on the particular model of assessment deployed, this ‘output’ may have an impact on local and wider audiences (e.g. policy briefs, research reports, blogs, podcasts, student-run events etc.). This outward-facing focus, and the emphasis on student-generated outputs, is a key element of delivering impactful experiential learning opportunities in the field of environmental law.

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Reports on the topic "Seeds of Peace Programme"

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Artis, Roslyn, Connie Ledoux Book, Jennifer Clinton, John S. Lucas, James P. Pellow, and Dawn Michele Whitehead. Advancing Global Stability and U.S. National Security through Peaceful Exchange. The International Coalition (coordinated by The Forum on Education Abroad), March 2021. http://dx.doi.org/10.36366/ic.agsausnstpe.03312021.

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For nearly 100 years, American leadership, regardless of political affiliation, has recognized the vital importance of people-to-people international exchange programs in bolstering our nation’s economy, strengthening our national security, and improving America’s status in the world. In today’s interconnected world, where global challenges require global cooperation on solutions, the United States should not retreat from international engagement, but should rather double our efforts to build positive and mutually supportive connections with our neighbors. America must embrace its role in leading international peace and prosperity by facilitating meaningful, safe, educational exchange in all directions – helping more Americans learn firsthand about other people and cultures and helping more foreign students come to America to experience for themselves the principles upon which our country was built - liberty, democracy, capitalism, and basic human freedom. America can and should leverage international education, exchange and public diplomacy programs to plant seeds of peace, regain the world’s trust, and return to our previous role as a respected leader in global affairs. Leading the effort to bring the world together helps America, Americans, and our vital allies.

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